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Books on the topic 'Xhosa (African people) – Education (Higher)'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Du Bois, W. E. B. The education of Black people: Ten critiques 1906-1960. Monthly Review Press, 2001.

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2

Lubbe, A. J. 'n Kommunikasie-analise met betrekking tot gesondheidvoorligtingsdienste, die benutting van mediese dienste deur stedelike en nie-stedelike Xhosas. Raad vir Geesteswetenskaplike Navorsing, 1986.

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3

Verharen, Charles C., and Bekele Gutema. African philosophy in Ethiopia: Ethiopian philosophical studies II. The Council for Research in Values and Philosophy, 2012.

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4

Lubbe, A. J. 'n Kommunikasie-analise met betrekking tot gesondheidvoorligtingsdienste, die benutting van massamedia deur stedelike en nie-stedelike Xhosas. Raad vir Geesteswetenskaplike Navorsing, 1986.

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5

Lubbe, A. J. ʼn Kommunikasie-analise met betrekking tot gesondheidvoorligtingsdienste: Stedelike en nie-stedelike Tswanas se kennis van verskillende siektes. Raad vir Geesteswetenskaplike Navorsing, 1986.

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6

Lubbe, A. J. ʼn Kommunikasie-analise met betrekking tot gesondheidvoorligtingsdienste: Stedelike en nie-stedelike Tswanas se kennis van enkele gesondheidsaangeleenthede. Raad vir Geesteswetenskaplike Navorsing, 1986.

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7

Lubbe, A. J. ʼn Kommunikasie-analise met betrekking tot gesondheidvoorligtingsdienste: Die benutting van mediese dienste deur stedelike en nie-stedelike Tswanas. Raad vir Geesteswetenskaplike Navorsing, 1986.

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8

Lubbe, A. J. 'n Kommunikasie-analise met betrekking tot gesondheidvoorligtingsdienste: Stedelike en nie-stedelike Xhosas se kennis van verskillende siektes. Raad vir Geesteswetenskaplike Navorsing, 1986.

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9

Lubbe, A. J. 'n Kommunikasie-analise met betrekking tot gesondheidvoorligtingsdienste. Raad vir Geesteswetenskaplike Navorsing, 1986.

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10

United States. Congress. House. Select Committee on Aging. Education, training, and research for minorities in gerontology: Hearing before the Select Committee on Aging, House of Representatives, One Hundred First Congress, second session, February 10, 1990, New Orleans, LA. U.S. G.P.O., 1990.

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11

Hubbard, Philip G. My Iowa journey: The life story of the University of Iowa's first African American professor. University of Iowa Press, 1999.

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12

Brady, Diane. Fraternity. Spiegel & Grau, 2012.

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13

The oral history and literature of the Wolof people of Waalo, northern Senegal: The master of the word (griot) in the Wolof tradition. E. Mellen Press, 1995.

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14

Ashwin, Paul, and Jennifer M. Case. Higher Education Pathways: South African Undergraduate Education and the Public Good. African Minds, 2018. http://dx.doi.org/10.47622/9781928331902.

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In what ways does access to undergraduate education have a transformative impact on people and societies? What conditions are required for this impact to occur? What are the pathways from an undergraduate education to the public good, including inclusive economic development? These questions have particular resonance in the South African higher education context, which is attempting to tackle the challenges of widening access and improving completion rates in in a system in which the segregations of the apartheid years are still apparent. Higher education is recognised in core legislation as having a distinctive and crucial role in building post-apartheid society. Undergraduate education is seen as central to addressing skills shortages in South Africa. It is also seen to yield significant social returns, including a consistent positive impact on societal institutions and the development of a range of capabilities that have public, as well as private, benefits. This book offers comprehensive contemporary evidence that allows for a fresh engagement with these pressing issues.

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15

Weed the people: The future of legal marijuana in America. 2015.

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16

Archer, Richard. Advanced Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190676643.003.0005.

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People of European descent and of African descent who struggled for equal rights agreed that education, including higher education, was essential for black advancement. When white reformers in the 1830s considered ways for people of color to attain equal rights, they, like black reformers, almost always gravitated to uplift. The prejudice of their times, they thought, would disappear as African Americans acquired education and middle-class values. Sunday schools, evening schools, writing schools, and other schools for black children and occasionally for black adults began appearing to fill basic needs. This chapter provides in-depth analysis and description of the attempt to create an African American college in New Haven, Prudence Crandall's school in Canterbury, Connecticut, and the Noyes Academy in Canaan, New Hampshire. Each of these experiments began with optimism and idealism, and each failed because of white opposition and violence.

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17

Case, Jennifer M., Delia Marshall, Sioux McKenna, and Mogashana Disaapele. Going to University: The Influence of Higher Education on the Lives of Young South Africans. African Minds, 2018. http://dx.doi.org/10.47622/9781928331698.

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Around the world, more young people than ever before are attending university. Student numbers in South Africa have doubled since democracy and for many families, higher education is a route to a better future for their children. But alongside the overwhelming demand for higher education, questions about its purposes have intensified. Deliberations about the curriculum, culture and costing of public higher education abound from student activists, academics, parents, civil society and policy-makers. We know, from macro research, that South African graduates generally have good employment prospects. But little is known at a detailed level about how young people actually make use of their university experiences to craft their life courses. And even less is known about what happens to those who drop out. This accessible book brings together the rich life stories of 73 young people, six years after they began their university studies. It traces how going to university influences not only their employment options, but also nurtures the agency needed to chart their own way and to engage critically with the world around them. The book offers deep insights into the ways in which public higher education is both a private and public good, and it provides significant conclusions pertinent to anyone who works in – and cares about – universities.

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18

Hubbard, Phillip C., and Philip G. Hubbard. My Iowa Journey: The Life Story of the University of Iowa's First Tenured African American Professor. University Of Iowa Press, 1999.

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19

Ferreira, Aline Santos. Universitários Negros: Um desafio diário de permanência. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-87836-95-9.

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The objective of this research is to present the factors that enabled black students to continue their studies in Centro de Formação de Professores (CFP) at Universidade Federal do Recôncavo da Bahia (UFRB). We discuss issues such as the deciding factors for those black students insertion in UFRB. What were the conditions so that those students could keep themselves in higher education? Our analytical delimitation was the existing interface between subject and their sense of belonging, which relates itself to the multiple implications in identity construction and their sense of belonging, widened to the African descendants struggle in academic space. This issue made it possible to confirm that the association between black people and university students will not remain unnoticed among ethno-racial relations and academic institutions, once along the centuries the relation established between university and those students was one between the researcher and the study object, creating this way a link between their life trajectories and their African descendants conditions inside the institutions, making it clear the existence of social, cultural and economic factors towards the perception of themselves as African descendants in the Brazilian society. This is, for those reasons, a qualitative exploratory research, using as techniques for data gathering and analysis the broader reference of life histories that also includes testimonials, interviews, biographies and autobiographies.

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